ICT Practices Research Articles

Teachers’ Perceived Usefulness and Perceived Ease of Use of Technology in Primary School Classrooms in Bangladesh

The study aimed to investigate primary school teachers’ knowledge, attitudes, and practices (KAP) regarding technology use in the classroom in five selected districts of Bangladesh. Data was collected through in-depth interviews and focus group discussions with primary school teachers, local education officers, and PTI and URC instructors. Incorporating the theoretical lens of the Technology Acceptance Model (TAM), the study examined the perceived usefulness (PU) and perceived ease-of-use (PEOU) of ICT among teachers. Findings indicated that while teachers recognize the high usefulness of ICT in educational settings, they report lower ease-of-use, often attributable to factors like inadequate training, infrastructure and limited resources. Technology-based teaching and learning activities could enhance the quality of education and promote equity and inclusiveness in primary schools. The COVID-19 pandemic significantly influenced ICT practice in government primary schools, leading to the adoption of mobile-based teaching-learning practices. The study recommends targeted interventions emphasizing comprehensive teacher training, infrastructural enhancements, and motivational strategies are crucial to bridge the policy-practice gap regarding ICT. Teacher’s World: Journal of Education and Research, 49 (2),109-124

Appraisal of Green Communication Technology Deployment in Nigeria

The idea behind “green” processes and technologies is the use of upgraded, ecologically friendly processes and technologies in a way that preserves natural resources and doesn’t disturb the environment. Clean technology and environmental technology are other names for green technology. These days, most governments take steps to promote these technologies because of their value. Governments therefore suggested a number of financial incentives that produce electricity using renewable resources. As its primary objective, green technologies seek to address societal demands while minimizing the use of natural resources and causing no harm to them. The idea is to create materials that are entirely recyclable or reusable. Green technology generates energy through novel and inventive methods. The goal of green communication is to explore sustainability in relation to energy efficiency, the environment, and communication goals. Green communications have an obligation to promote ecological network equipment and systems and to fortify corporate environmental responsibility. The paper presents Nigeria renewable green energy sources, green electronics, recycling, communication technology areas of application. The paper also presents a careful consideration of materials and methods to ensure the chosen deployment are environmentally sustainable. Despite the challenges, utilizing green ICT methods in Nigeria is not just a choice, it is essential for a number of advantageous causes as people throughout the world become more environmentally aware, implementing green ICT practices can improve Nigeria’s standing internationally. It will demonstrate the nation’s dedication to sustainability.

The Complex Influence of Information Communication Technology (ICT) on Students’ Performance in Singapore: Evidence From 2018 PISA Data

This study focuses on the effects of negative and non-linear aspects of ICT use and environmental factors on PISA mathematics, science, and reading performance. Data from the 2018 PISA [the OECD’s Programme for International Student Assessment] for 6,297 15-year-old students from Singapore were analyzed. The data analysis used the IDB analyzer to construct a two-step regression model and identified four distinct patterns of how ICT factors affect PISA performance. The “U” shape pattern includes perceived ICT competence which has a significant negative linear coefficient and a positive quadratic coefficient. The “∩” shape pattern includes ICT resources, use of ICT outside of school (for schoolwork activities), ICT use outside of school (leisure) and interest in ICT. This group consists of either a significant positive linear coefficient or a non-significant linear coefficient with a significant negative quadratic coefficient. The strictly negative pattern includes the use of ICT at school in general and ICT as a topic in social interaction. This group consists of only a significant negative linear coefficient. The strictly positive pattern includes perceived autonomy related to ICT use which only has a significant positive linear coefficient. Overall, the impact of ICT factors on the three subjects was similar, with minor differences. Given the complexity of how ICT factors could negatively affect performance, policymakers will need to fine-tune ICT practices to ensure students receive the maximum benefits with optimal ICT resources.

From hand-held radio to ride-hailing platforms: Research on a local technical network of taxi drivers in China

This paper investigates how Chinese taxi drivers utilize low-tech equipment, such as handheld radios and mobile phone services, to form local ride-hailing networks. Previous studies have analyzed how Internet platforms like Didi Chuxing have reshaped labor relations through technology and policies, but they have ignored the fact that outside metropolitan areas, traditional technological solutions, such as on-call radio platforms, have not been replaced by the rapidly expanding ride-hailing platforms. Therefore, to outline China’s diverse ICT practice environment, this paper focuses on a case study in two Chinese towns (Laizhou, Shandong; Ziyang, Sichuan), shifting the attention from metropolitan areas to neglected fourth- and fifth-tier cities. After reviewing the previous advancements in mobile communication technology, we discuss the economic, cultural, and social motivations behind the use of ‘low-tech’ devices and cooperative services by the Chinese taxi drivers in question.

Tensions between technology integration practices of teachers and ICT in education policy expectations: implications for change in teacher knowledge, beliefs and teaching practices

AbstractIn line with ICT in education policies and curricula in Ghana and many other countries, teachers are expected to integrate digital technologies into instruction to facilitate meaningful and engaging student learning experiences. More research is however needed to investigate teachers’ actual classroom practices with technology to determine whether these align with national ICT in education policies and curricula expectations. This qualitative study conducted phone interviews with twenty teachers from twelve schools and used a synthesised ICT pedagogy classification framework as a lens to investigate teachers’ technology integration practices in relation to Ghana's ICT policies and curricula requirements. Following a thematic analysis procedure, the article finds that teachers mainly use technology conveniently for lesson preparation and direct instruction delivery, treating technology primarily as a productivity tool to support traditional teacher-centred teaching tasks. The use of technology for constructivist practices and fostering student-centred learning appears to be limited, which contradicts the priorities outlined in ICT in education policies and curricula in Ghana. The findings highlight a discrepancy between the requirements of ICT policies and the actual classroom practices of teachers. The implications of the findings are discussed, emphasising the need to action change in teachers’ knowledge, beliefs, and teaching practices in order to bridge the gap and effectively translate ICT curricula and policy plans into actual teaching practices.

The Role of Information and Communication Technology in Public Sector Administration: The Readiness of the Local Authorities in the Arab Sector in Israel.

This research paper investigates the readiness and integration of ICT in local authorities' administrative processes and service delivery. This is an important topic to explore, given the technological stalemate that is currently witnessed in the Israeli Arab localities. This has caused a significant hindrance to the successful fulfillment of public administrative functions in a rather "technologically advanced" country in the Middle East. Essentially, this research aims to review the incorporation of ICT in the Arab sector in relation to the articulation of the same in Jewish localities. To obtain these results, this study explores qualitative and quantitative research designs, interviews, and surveys with stakeholders and teachers in Arab schools. The results from this research will be used to examine the preparedness level of the Arab public sector in harnessing ICT potential. It also assesses the challenges the local authorities face in leveraging Israel's ICT potential by specifically focusing on the level of digital literacy Arab education sector. The data findings indicate a low-to-moderate degree of ICT integration among teachers, highlighting the importance of pedagogical knowledge and attitudes toward change in facilitating successful ICT implementation. Further, the study contributes to the understanding of ICT utilization in public sector administration and provides recommendations for overcoming obstacles and improving ICT practices in the Arab sector of Israel.

Rural primary teachers’ perceived affordances of ICT training in Nepal

ABSTRACT ICT training can be conceptualised based on affordance theory that offers a lens to observe how ICT training is perceived. This study examines teachers’ perceived value of ICT training and how they developed their awareness of affordances in the pedagogical practice of ICT. Since government teacher training does not cover ICT, ICT training along with computer lab is provided by NGOs. NGOs, thus, stepped in to complement the generic government teacher training. This study reports the findings of how goal-oriented ICT training offers teachers the capability of recognising the potential of training, and teachers progressively actualise knowledge of affordances into practices. ICT is still not a part of the key universities’ pre-service teacher training programmes. In-service training provided by NGOs that covers ICT is sometimes introductory and sometimes on-going. Following a one-week initial ICT training provided by NGOs, teachers were able to incorporate digital tools into lessons and use digital content to encourage students’ collaborative learning. When it first became apparent that teachers needed ICT training, the government directed them toward ICT training programmes at for-profit institutions. This study, thus, contributes to a practical understanding of affordance that can be utilised in government interventions of training and information system management.

ICT practices and organisational performance in public food supply chain: the mediating role of supplier relationship and logistics integration

ICT practices and organisational performance in public food supply chain: the mediating role of supplier relationship and logistics integration

Old-fashioned Policy for Pupils of the Intelligence Era: Why Religious Institutes Preserve Traditional Rules in Digital Society

This research aims to explore the policy of an Islamic boarding school in preparing students to face the intelligence age, for example, why students are prohibited from carrying gadgets in an era where gadgets are a basic necessity. This research is a type of qualitative research using descriptive analysis method that focuses on in-depth observation. In this case, the researchers interacts directly with the subjects to be researched by means of observation and interviews. The research results show that the reasons why students are prohibited from bringing gadgets include 1) Maintaining the nature of santri (student of Islamic school) 2) remembering the noble ideals of Islamic Education, 3) Maintaining motivation to focus on studying and reciting the Quran, 4) Protecting students from negative currents, and 5) Maintaining the stability and conduciveness of the educational environment. The policy implemented is to provide special allocations for ICT lessons, both theory and practice, to be studied by students.

The use of ICT in Secondary Music Education and its relationship with teachers’ beliefs

One of the most notable effects that COVID 19 has engendered in education is the ICT use in teaching at all educational levels. This study provides data on the ICT usage by teachers in the teaching of Music in Secondary Education in Andalusia (Spain). It also explores the relationship between ICT practices and teachers' perceptions of the educational value of ICT for teaching and learning. The empirical results obtained indicate that Secondary Education Music teachers use ICT in their teaching in a highly heterogeneous manner, with limited use prevailing. A statistically significant relationship is also observed between ICT practices in music teaching and teachers' beliefs regarding the educational value of ICT as a tool for teaching and student learning.

Digital Education: The Aspects and Growth in Socio-Economic Development—Towards sophisticated Education 4.0 Practice

The concept and practice of Digital involvement is improved gradually in various sectors with the help of various digital and electronic tools as well as technologies. Importantly, most of these are widely using in teaching-learning process and today entire education system become more technology centric. There are many concerns about the Digital Education which include E-Learning, Online Education, Education Technology, Virtual Education, Blended Learning. However previously only ET i.e. Education Technology or E Learning was treated as practice of ICT in Education and gradually other areas have lead the development of the Digital Education not only a practicing concept but also a field of study. Newest nomenclature ‘Digital Education’ has become a subject in many international universities to offer the best in practice of planning, conducting education and also overall educational approaches so that sophisticated teaching-learning activities can be developed. Digital Education partially known as Educational technology needed in process of communication, and exchange of views using IT and Computing. The tremendous applications of IT in Education are results to advanced education and their practice in better pedagogy and curricula development and offering. Therefore future of education is purely based on advanced technology and automation and also concepts of the Creativity. The advanced concept of Education 4.0 also an important practice and this Chapter is concentrated on Digital Education and its various aspects with special reference to its practice in Education 4.0 practice and development.

Computational Thinking and Coding for Kids Training for Elementary School Teachers

Computational thinking and coding are thinking skills that are recently expected to be acquired by elementary school children as the era of the industrial revolution 4.0 requires students to be familiar with the use of technology. In some developed countries, the two skills have been included in elementary school curriculum. However, the situation is different in the context of Indonesia since teachers or instructors who are able to provide these skills are inadequate. Therefore, this training was intended to socialize and educate the application of coding and computational thinking, especially to elementary school teachers so that they have the ability to equip their students with those skills. The participants of this training were teachers of Labschool UPI Purwakarta. The training was conducted in one day containing the concepts and practices of ICT and computational thinking as well as coding for kids. The result of satisfaction questionnaire distributed to the participants after the training shows a good level of satisfaction in terms of training materials, delivery of materials, and the usefulness of activities as much as 71,4%, 57,1% and 92,9% consecutively. The teachers hope that follow-up trainings are carried out to increase their knowledge and ability in developing technology-based learning.

From policy to practice: integrating ICT in Chinese rural schools

ABSTRACT Research has often ignored the complex systemic nature of ICT integration in education, including the importance of the historical, social and political context. This study examines the content of local ICT policy plans that have been developed and how school leaders and teachers perceive their experience with ICT practices of rural schools. A mixed-method research approach was applied, involving 25 rural schools in Western China. Data was collected from multiple sources (policy documents, interviews with school leaders, focus groups with teachers, classroom observations, an ICT inventory and a teacher survey). The results revealed three types of challenges for ICT integration in rural schools: (1) guidance and learning opportunities as a political challenge, (2) ICT infrastructure and digital content as a technical challenge, and (3) teacher training and technical support as a human challenge. These challenges have implications for policymakers and practitioners when improving rural education through ICT integration.

Dilemmas in the integration of technologies in a Primary school classroom: the dialogue between teacher agency, curriculum and digital technologies

ABSTRACT The current study describes and analyse the day-to-day integration of digital technologies in a Year Three Primary Education classroom in Spain. The process of integrating technologies in the classroom and the difficulties and contradictions encountered are analysed in accordance with two key theories: teacher agency and the prescribed curriculum conveyed through textbooks. It is a qualitative research with an intrinsic case study, consisted of participant and non-participant observation, in-depth interviews, focus groups and document analysis. Results show that interactions between various personal, contextual and structural aspects, and their various combinations, forges and restructures teachers’ ICT practices, revealing the difficulties teachers experience in introducing technology-based innovations to the current curriculum. The observation of the process exposes a series of beliefs and contradictory practices that compromise the teacher’s agency in terms of her capacity to meet her initial objective of autonomously managing the curriculum.

Leadership Strategies in Enhancing Integration of Information and Communication Technology in Teaching and Learning in Public Teachers’ Colleges in Moshi District, Tanzania

This study was conducted to investigate the leadership strategies in enhancing the integration of information and communication technology in teaching and learning of public teachers’ colleges in Moshi district, Tanzania. The study was guided by Transformational Leadership Theory developed in 1978 by James McGregor Burns. The study employed a mixed research approach under which a convergent research design was used. The target population of the study was 03 public teachers’ college 03 principals, 103 teacher educators, and 768 teacher trainees which make the total population of 874. Probability sampling of simple random sampling and stratified sampling techniques was used to determine the study sample. Questionnaires and an Interview Guide were used as instruments for data collection. The reliability of quantitative instruments was established through Cronbach Alpha; (r=0.92 for teacher trainees’ questionnaires and r=0.90 for teacher educators’ questionnaires). The results show that the extent to which leadership strategies in enhancing ICT integration were reflecting on ICT leadership approaches of ICT modeling, supporting with ICT facilities, inspiring, and evaluating the integration of ICT were positively responded by teacher educators and teacher trainees which conform with transformational leadership theory. However, other leadership strategies in enhancing ICT integration on ICT practices such as team working, encouraging ICT use, motivating, and empowering use of ICT in teaching and learning were responded contrarily by teacher educators and teacher trainees. Because of the variation of responses from teacher trainees to teacher educators, the study concluded that the extent to which the role of leadership strategies used to enhance the integration of ICT in teaching and learning was less effective. The study recommends that principals' capacity building through seminars and workshops especially on transformational and technological leadership skills could help to improve management teams’ practices to enhance the integration of ICT in teaching and learning among teacher educators and teacher trainees. Keywords: ICT Integration, Leadership strategies, Teaching and learning, Teachers’ College. DOI: 10.7176/JEP/12-32-11 Publication date: November 30 th 2021

Influence of ICT Support Practices and Logistical Management on the Performance of Oil Companies in Kenya

In the oil industry, the supply-chain network is composed of shipping via vessel, oil tankers and pipelines that run across multiple countries. Any disruptions arising in the global supply chain have tremendous adverse effects in achieving operational efficiency, maintaining quality, profitability, and customer satisfaction. This study analysed the influence of value chain strategies on performance of oil companies in Kenya. Based on the study, this paper examines the role of ICT support practices and logistical management on performance of oil companies in Kenya. Causal research design was used in the study. The target population was one hundred and five (105) oil marketing companies operating in Kenya. The study employed purposive sampling to pick a sample of seven (7) oil firms with the largest market share. Out of the seven (7) firms, stratified random sampling was used to obtain data from eighty (80) employees from the large oil marketing companies. Primary data was collected using semi-structured questionnaires. Descriptive and inferential statistics were utilized and a regression model developed. The study found that adoption of both ICT support and logistical management had a positive influence on the performance of oil companies in Kenya. It was, therefore, recommended that oil companies in Kenya need adopt ICT to improve the efficiency and effectiveness of their operations. Furthermore, oil companies should strengthen logistical management in a manner that connects the organization to the suppliers. The findings should help oil companies to better understand the importance of value chain strategies such as ICT practices and logistical management in relation to firm performance.

FORMULATION OF A MALAYSIA MODERN RURAL DEVELOPMENT FRAMEWORK: SYNERGISING RURAL FOR CHANGE

Malaysian government aims to transform rural areas into economic focal points, improves rural livelihoods, living environment and narrows the life quality gaps between those living in urban and rural areas. Inspired by the government directive-aspirations and the emergence of new technologies in national and global rural practices, this paper attempts to discuss the formulation of a framework for rural development in Malaysia based on a modern approach. The process undertakes two main stages, namely focused literature study and review of the national existing policies and strategies to identify the key assessment elements and criteria for modern rural development. The next stage was to conduct an expert view survey to validate the developed elements and criteria, and then formulate a Malaysia modern rural development framework (FMRD). The FMRD was finally formulated by incorporating the elements and criteria promoted in the national policies and strategies and integrating them with smart technologies and ICT practices to reflect a holistic approach for rural issues. This paper concludes that the FMRD is a timely approach for the rural assessment measure to maximise its performance towards the future niches in Malaysia - rural liveability-resilient-and-smart.

ICT and Reflective Practice integration; A Constructivists Approach in Teacher Preparation at Primary Teachers Colleges in South Eastern Uganda

Purpose: The purpose of this study was to explore the ICT and reflective practice integration in teacher preparation at Primary Teachers Colleges and to establish whether these practices were among the constructivist approaches being used to teach students.
 Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists’ teaching. It involved 3 PTCs and 15 participants who were purposively sampled. This study used a qualitative research design. Data was gathered using in-depth multiple interviews and analyzed following Moustakas (1994) procedure.
 Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice. The colleges are in a nascent stage in the integration of ICT and reflective practice in education being accustomed to traditional instructional practices and lack of motivation and knowledge among tutors to adopt ICT in teaching.
 Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge suggesting ways in which constructivists’ teaching supports teaching effectiveness and promotes students’ learning amplifying the need for ICT and reflective practice integration in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in Primary Teachers Colleges for tutors and students induction on several constructivists’ practices that include systematic reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting

A Study on the Evolution and Assessment of ICT practices in the Indian Rural Sector Banking.

In order to survive in the cut throat competition, the banking sector has been adopting technical aspects. The information communication technological aspects of the banks help to attain the competitive advantage over the other. This research paper is emphasized to evaluate the information and communication technologies adopted by the banking sector in India. However, this paper is also aimed to assess the impact of information and communication technology in the Indian banking. The study focused to understand this scenario in the Indian rural sector. The samples are drawn from 300 rural banking customers and analyzed the data.

Students’ Perception on ICT Integrated Mathematics Classes

This paper presents a model for the perception of students relating the ICT integrated pedagogy into practice. The objective of this paper is to analyze the perception of students towards the practice of ICT integrated pedagogy in diverse Mathematics classes. Eighty Mathematics students who were selected randomly from the Department of Mathematics Education, TU, Kathmandu, were the participants. The opinionnaire form was used as a major tool. As the design was quantitative, data was analyzed using percentile, weighted mean, and chi-square test.
 The findings of the study revealed that there is a positive perception of students on the implementation, process and output of ICT integrated pedagogy. The students reflected that ICT integrated pedagogy has a positive impact to improve their achievement in mathematics. The perception of students shows there is a pedagogical shift from the conventional teaching approach to ICT integrated pedagogy. However, teachers try to use ICT integrated pedagogy in the classroom but some of them have little knowledge and misconception about the use of ICT integrated pedagogy regarding time and resource constraints to practice itin Mathematics classes.